College Level Essay Format

College Level Essay FormatIf you're beginning to write an essay, perhaps for college credit, and are feeling overwhelmed by the 'how do I' questions that you encounter, you should look into a number of college level essay format samples. The internet is a great place to start your search for essay samples. Try to find some sample essays from schools that are a year or two older than you, and that haven't changed their format since your high school days.There are a lot of resources online on college level essay format. You can get free materials from sites such as ours. You can also download samples from the publishers. You'll find some sample essays on CD's, too.You want to make sure that you have a program which will convert your sample essays into a format that you can use for college. You want to make sure that the converter is designed to work with the styles that you are using, and that it can accept college-level forms. It should also be able to read the content and enter the a ppropriate information.There are other websites on the web, which also offer student essay samples. These will most likely be ones from a year or two ago, because the essays have not changed all that much. You might have a better chance of finding high school level form samples if you search the internet for them.A good place to start your search for essay samples is at your local library. You'll find a large selection of new college and high school writing programs. Most likely, you'll find a college-level essay format sample which you can put into your computer and convert to a format that you are comfortable with.A good resource for essay samples on the web is the American Psychological Association's free booklet. Ithas sample essays in both narrative and academic format.You can also try checking your local library for a few free resources. You should find a list of schools that you could visit which offers some college level essay format samples.

Dropping the Atomic Bomb on Japan Free Essays

It is 1945, at the end of World War II, America is at the final stages of deciding to drop the atomic bomb on Japan or not. There are many factors that have been taken into consideration based off of the economic stress, the losses and the constant pressure to fight for democracy across the communistic nations.The factors that justified the government in creating The Manhattan Project are morally justified in commitment to the American people for the great loss in Pearl Harbor and among the many battles fought afterwards; America at this time sought out any decision as morally just at this point creating a high level of Patriotism, making anything the American government did, on a morally large scale, righteous. We will write a custom essay sample on Dropping the Atomic Bomb on Japan or any similar topic only for you Order Now The ultimate goal was to create a powerful America, to create a dominate democracy and to make Japan surrender. The first of three options is to take no further military action at all.If chosen to take no military action at all America would have to come up with some sort of peace treaty to ensure the safety of the American people. In the event that Japan did not accept the peace treaty they could possibly attack us again. They would think that we are weak and or that we are not capable of defending our nation, people or our pride. If Japan accepts the treaty, this could save thousands of lives and accomplish the ultimate goal. Taking no further military would go along with William O’Brien’s ideal of right intension, â€Å"Enemies must be treated as human beings with rights† (White, 26).We must realize that love exist even among our enemies and act with charity towards them. Being able to ease hatred and animosity is the purpose of right intension and could be accomplish in not taking military action against Japan. The second of the three options is to invade Hiroshima and Nagasaki, the cities of Japan. In order to invade Japan the American government would have to draft more soldiers, possibly increase taxes in order to afford to ship the soldiers over and supply them with the necessities in order to accomplish the invasion.Also the Japan people are taught to fight to the death, thus thousands of lives would be lost on both parties. In choosing the land invasion approach, the goal is not necessarily to make Japan surrender but to take over, which is not the primary goal. The overall outcome of successfully invading Japan would unevenly distribute finances and foreign policy control, creating issues with the surrounding countries. Invading Japan is unnecessary and does not contribute to what the American government wants to accomplish, specifically their mind set of obtaining moral justice for Japans previous attacks.The third option is to drop the atomic bombs on the cities of Japan. Dropping the bombs should promote America’s power and dominance. There would be less military personal involved than a land invasion, which is equal to less lives lost. Dropping of the bombs would be quick and affective. Also the atomic bombs would result in Japan’s surrender or an unlikely counter act. Although bombing Japan would certainly get the job done, is it morally right to bomb cities with innocent people whose lives will be taken? I believe that this question was taken into heavy consideration, but the outcome of dropping the bombs outweighed the consequences.The forms of pursing just cause are for both defensive and offensive wars. William O’Brien says â€Å"Defense of state is prima facie of an essential social institution. So strong is the presumption in favor of the right of self-defense that the requirement of probable success† (White, 24). Which means self- defense is morally justified if the outcome brings success. In this case success is making Japan surrender. We had lives lost and it became a decision to balance the Pearl Harbor attack and to obtain their attention in order to create a higher chance of Japan’s government to create a solution to settle America and Japan’s conflicts.In conclusion, the decision I felt that made the most sense was to drop the atomic bombs over the two cities. In 1945, dropping the bombs made the most sense, especially because of the attitude Americans had during the war, in order to right what Japan had done to Americans and in order to demonstrate what the American government was capable of. O’Brien reflected an unbiased picture of what was being done in reference to dropping the bombs and the consequences of dropping the bombs and other options that could have been substituted.Americans, at this time and now, despite the destruction it caused millions of innocen t people, would most likely still have proposed to drop the bombs. It was a cruel time in the world and this situation was only one that represented the harsh decisions being made. O’Brien stated, â€Å"War often treats individuals and nations so cruelly and unfairly that it is unrealistic to expect them to banish all hatred of those who have afflicted them. †Works Cited White, James E. â€Å"Contemporary Moral Problems: War, Terrorism, and Torture. † Thomas Wadsworth, 2009. Pp. 21-27 How to cite Dropping the Atomic Bomb on Japan, Papers

No harmful of telling white lies free essay sample

Lying. We are all liars. We lie to others, and we lie to ourselves. Anyone who says they never lie is the biggest liar of all. From childhood onwards, we are bombarded with the message that honesty is always the best policy, from teachers, parents, religion and society in general. But, there are times when lying is permissible, particularly the little white lie. It is permissible when it saves a life, for the cause of peace, to spare another persons feelings and to provide comfort. If saying a small lie will preserve life, that may be the right thing to do. First of all, people are telling white lies because of psychology factor. Psychology is how the mind influences behavior in a particular area of life. By telling white lies, they will always think positive eventhough they have critical problems. For example, healthcare providers have not been honest as patients assumed. We will write a custom essay sample on No harmful of telling white lies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Sometimes they felt patients couldn’t handle the truth, particularly that relates with diseases and dying. Thus, they telling white lies trying to cheer patients up. Other than that, parents not feel guilty for telling their children white lies of The Tooth Farry because it is good for their development, by stimulating their imagination. Besides that, white lies are acceptable in some careers like military intelligence and undercover police work. But, as a general policy, honesty is the best policy. The undercover is carried to gather information about ongoing and future criminal activity as well as disrupt these activities and arrest those involved. Examples of crimes are manufacture and distribution of drugs, kidnapping of children or teenagers and street gangs. Undercover work is ethical because it is carried to protect the citizens in that city. Lastly, in relationship, there are times when we might even tell a lie, in order to protect someones feelings, or prevent a conflict. Can love survive without little white lies? Of course not. Sometimes when people lie to the ones they love, it is because they are valuing something more than honesty. For instance, when a wife asked her husband if she was getting too fat. Her husband had to lie to avoid a conflict and argument with his wife.

CEO in the making Essays

CEO in the making Essays CEO in the making Essay CEO in the making Essay Strategic Human Resource Management (MHR 705/305H) University of Wisconsin-Madison School of Business spring 2007 PROFESSOR professor Barry Gerhart 4194 Grainger Hall; Office: 262-3895; Home: 277-1061; [emailprotected] wisc. edu CLASS MEETINGS 8:00 5, Tuesday Thursday, 2165 Grainger Hall OFFICE HOURS 1 1 12:45, Tuesday Thursday, or by appointment. PREREQUISITE An introductory statistics course and ability to use Microsoft Excel. OVERVIEW This course is designed to develop an understanding of how human resource decisions contribute to business performance. No business strategy can be uccessfully executed unless the right people are in place and they are given the opportunity and incentive to contribute to executing the strategy. OBJECTIVES Specific learning objectives include the ability to: Create alignment between human resource strategies and business strategies in a cost-effective manner. Design work systems and roles that allow employees to contribute to organization performance. Identify, select, and develop people having the competencies that allow them to contribute to organization performance. Use compensation and other HR systems that provide rewards and incentives to ttract and retain employees and to encourage them to contribute to organization Understand how an employment relationship is like a contract and how the nature of this contract is evolving and taking different forms. Make human resource decisions that are legal and ethical. Learn how to use quantitative tools and information where appropriate to support decisions. GENERAL Class attendance and participation are expected. Assignments are due letter grade per day will be assessed on assignments handed in after that time. You must take the final exam at the scheduled time. Assignments and the exam should be identified by placing your name on the back of the last page. TEXT Noe, R. , Hollenbeck, J. R. , Gerhart, B. , Wright, P. (2006). Human Resource Management: Gaining a Competitive Advantage. Chicago: Irwin. 5th Edition. ISBN 0-07-298738-3. Several copies of this book are available from the Business School Library in case you decide not to purchase the book. Let me know if more reserve copies are needed. Class sessions will not rely heavily on the text. It will more often be a source of more detailed information on topics we cover in class as well as a source of additional company examples. PACKETS Two packets can be purchased in the room adjacent to the Business School Copy Center on the first floor: (1) Harvard cases, and (2) course topic outlines. A third set of materials, readings, and assignments is available online at the course website (see below). E-RESERVESAvailable through MYUW. ASSIGNMENTS Case write-ups (3). Please submit written analyses of Au Bon Pain, Citibank, and GEs Talent Machine: The Making ofa CEO. Each case write-up is to be completed as an individual assignment or you may work with one or two other persons. (If the latter, submit one write-up. ) As noted earlier, this and other ssignments should be identified by placing your name on the back of the last page. The cases will be discussed in class the day they are due. As such, the case write-up must be submitted at the beginning of class. The remaining cases on the syllabus are for class discussion only. No written assignment is required. Write-ups should be no longer than two double-spaced pages of text (normal fonts and margins). A one-page exhibit should also be used to summarize the Roles, Rewards, and People aspects of the HR Diamond (to be introduced in class). The most important parts of your write-up are the Alignment nd Application sections. Write-ups should incorporate relevant issues from the textbook and class (Application), as well as your own insights and analyses. The text section of your write-up should include areas A C (see below) as headings. The exhibit section of your report should have headings corresponding to D F (see below). Format and grading criteria for case write-ups: A. Business Strategy (10 points) Briefly describe the generic strategy (e. g. , cost, differentiation) the firm uses to compete in its product market. Then, be more specific: What is unique about its product or its customer experience? B. Alignment (30 points) How do roles, rewards, and people practices (HR strategy) support the business strategy? Use the HR Diamond. C. Application (30 points) (1) Apply concepts/models/theories or examples from text and class. (Company As compensation system consistent/inconsistent with theory. ) (2) Note similarities/differences (and their reasons) when compared to other companies we discuss. Company A pays employees based on _ rather than using the _ compensation approach favored at Company A because it is important that Company A whereas Company (3) Identify problems with the HR strategy. Company As decision to pay managers based on _ runs the risk of II. Exhibit/Table Section of Report (1 page maximum) (20 points) D. Roles Identify/list the most imp ortant aspects of how work is organized. E. Rewards Identify/list the most important aspects of the incentives used. F. People Identify/list the most important aspects of competencies people need and how people are selected and developed to have these competencies. A final grading criterion used is: Readability (10 points) Organization of paper, including headings. Effective communication of ideas. Problem Sets (4). You may do these as individual assignments or you may work with ne or two other persons. (If the latter, submit one write-up. ) An example of each will be provided in class or in a handout. For each problem set, there is either an example discussed in class or a detailed example included in the problem set assignment. If you need help with the problem sets, do not hesitate to email me or come by my office. It is important to quantify the result of human resource decisions to the extent possible. The problem sets provide examples of how quantitative data can be used to make better human resource decisions. Policy Evaluation Presentation. This is a team assignment. Your team should consist of 2 to 4 people. For this assignment, explain why a change in business strategy or lack of fit with business strategy created a need for an HR policy change. Evaluate the effectiveness of the new human resource policy introduced in an organization and present your findings to the class Final Exam. There is a final, comprehensive, in-class exam. The exam will re-visit cases and problem sets from the term and other issues covered in class. The exam is an individual task. Based on past semesters, regular class attendance is associated GRADING case Analyses (3) Problem Sets (4) 30 % Final Team Presentation (including peer evaluation) 15 % Final Exam 25% Attendance/Contribution to Class DiscussionComes into play if within . 5 of next grade. A 92. 5- AB87. 5 92. 4 B 82. 5-87. 4 BC77. 5 82. 4 Et cetera Course Schedule Week 1 Introduction Jan. 3 Note: For most weeks, there will be readings (mostly newspaper articles and brief magazine articles) available on your MylJW website, in addition to those listed below. Please read these additional articles each week as well. HR Strategy (HR Diamond) Jan. 25 Text, Chapters 1, 2 Reading: Right Away and All at Once: How We Saved Continental. Harvard Business Review. [available via e-reserves website] Reading: Barney, J. B. Wright, P. M. On Be coming a Strategic Partner: The Role of Human Resources in Gaining Competitive Advantage. Human Resource Management, Spring 1998, Volume 37, No. 1, pp. 1-46. [available via e-reserves website] Reading (optional): Becker, B. Huselid, M. (2003, December). Measuring HR? Benchmarking Is Not the Answer! HR Magazine, pp. 57-61. Reading (optional): Walker, G. MacDonald, J. R. (2001, Winter). Designing and Implementing an HR Scorecard. Human Resource Management, 40(4), 365-377. week 2 Case: Human Resources at Southwest Airlines Feb. 1 Roles Text, Chapter 4 (pp. 145-151 on Job Analysis; pp. 158-166 on Job Design; pp. 167-168 on HR at IBM only) Reading: Whole Foods is All Teams. FastCompany. Reading/Optional: The Anarchists Cookbook. FastCompany. Whole Foods] Reading/Optional: Love the Worker, Not the Union, A StoreSays As Some Organize [Whole Foods] week 3 Feb. 6 Rewards Case Write-Up: Au Bon Pain Feb. 8 People: Commitment Reading: Ittner Larcker. Coming up Short on Financial Measures. Harvard Business Review. Reading (optional): Barber Strack. The Surprising Economics ofa People Business. Harvard Business Review. Wee k 4 Feb. 13 People: Competencies Measures: Competencies (including personality) Feb. 15 Planning Text, Chapter 5 (pp. 174-193 only) Problem Set 1 Due: The value of favorable employee attitudes week 5 Feb. 0 Recruiting Retention Text, Chapter 5 (pp. 194-208 only) Text, Chapter 10 Reading: The 100 best companies to work for in America, Fortune [available via e- reserve] Case: SG Cowen: New Recruits [bring your ratings of the four candidates] Feb. 22 Staffing/Globalization Text, Chapter 7 (PP. 302-306 only) Text, Chapter 1 5 Reading: Four Seasons Goes to Paris. Academy of Management Executive. Reading: More Flexibility by Europes Labor Stokes a Recovery. Wall Street Journal. Reading: Deep Inside China, American Family Struggles to Cope. Wall Street week 6 Feb. 7 Staffing/EEO Issues Text, Chapter 3 March 1 Staffing/EEO Issues Problem Set 2 Due: P lanning headcount needs. March 6 Staffing/Selection Text, Chapter 6 Reading: Employers Gauge Candidates Skills at Real-World Tasks . wall Street Journal. March 8 Staffing/Selection Wee k 8 March 13 Assessing Performance Text, Chapter 8 Case Write-Up: Citibank March 1 5 Pay-setting Merit Pay Text, Chapter 1 1 Case: Merck Wee k 9 March 20 Incentive Pay: Upside Potential Text, Chapter 12 Reading: The Art Of Motivation: What you can learn from a company that treats workers like owners. Inside the surprising performance culture of steelmaker Nucor. Business Week. Case: Lincoln Electric March 22 Incentive Pay: Downside Risks Reading: Hastings, D. F. (1999). Lincoln Electrics harsh lessons from international expansion. Harvard Business Review, May-June, 163-178. Reading: Kerr, S. (2003). The Best-Laid Incentive Plans. Harvard Business Review. Problem Set 3 Due: The value of accurate employee selection decisions. March 27 Benefits Text, Chapter 13 (skim only) Case: SAS Institute March 29 Training Development Text, Chapter 7 (PP. 55-280; 298-302 only) week 11 SPRING BREAK (April 3 5) week 12 April 10 Staffing and Development/ln-basket exercise April 12 Career Management Succession Planning Text, Chapter 9 (PP. 396-417) Case Write-Up: GEs Talent Machine: The Making ofa CEO. week 13 April 17 Employee Relations Legal Issues: Union and Nonunion Employees Text, Chapter 14 Text, review Chapter 10 (pp. 427-433 only) April 19 Mergers Acquisitions HR Strategy (HR Diamond): Review Exam Review Problem Set 4 Due: Invest in Training? week 14 April 24 Work Day week 1 5 May 1 May 3 week 16 May 8 May 10 Policy Presentations Exam

Definition and Examples of Hypallage

Definition and Examples of Hypallage A figure of speech in which an adjective or participle (an epithet) grammatically qualifies a noun other than the person or thing it is actually describing is called hypallage. Hypallage is sometimes defined more broadly as the inversion or radical rearrangement of normal word order, an extreme type of anastrophe or hyperbaton. Examples and Observations: I lighted a thoughtful cigarette and, dismissing Archimedes for the nonce, allowed my mind to dwell once more on the ghastly jam into which I had been thrust by young Stiffys ill-advised behaviour.(P.G. Wodehouse, The Code of the Woosters, 1938)Winter kept us warm, coveringEarth in forgetful snow, feedingA little life with dried tubers.(T.S. Eliot, The Waste Land)anyone lived in a pretty how town(with up so floating many bells down)(E.E. Cummings, anyone lived in a pretty how town)There one goes, unsullied as yet, in his Pullman pride, toyingoh, boy!with a blunderbuss bourbon, being smoked by a large cigar, riding out to the wide open spaces of the faces of his waiting audience.(Dylan Thomas, A Visit to America. Quite Early One Morning, 1968)[I]n short, tis of such a nature, as my father once told my Uncle Toby, upon the close of a long dissertation upon the subject: You can scarce, said he, combine two ideas together upon it, brother Toby, without an hypallage.Whats that? cried my u ncle Toby.The cart before the horse, replied my father.(Laurence Sterne, The Life and Opinions of Tristram Shandy, 1759-1767) Like enallage, hypallage is an apparent mistake. All changes of grammatical function are not valid cases of hypallage. Puttenham, who calls hypallage the changeling, points out that the user of this figure perverts meaning by shifting the application of words: . . . as he should say for . . . come dine with me and stay not, come stay with and me and dine not.The mistake becomes a figure by expressing a meaning, albeit an unexpected one. According to Guiraud (p. 197), The device is related to the aesthetics of vagueness; by suppressing the relationship of necessity between determined and determinant, it tends to liberate the latter.(Bernard Marie Dupriez and Albert W. Halsall, A Dictionary of Literary Devices. Univ. of Toronto Press, 1991) Shakespeares Use of Hypallage His coward lips did from their color fly.(Cassius in William Shakespeares Julius Caesar, Act 1, sc. 2)The eye of man hath not heard, the ear of man hath not seen, mans hand is not able to taste, his tongue to conceive, nor his heart to report, what my dream was.(Bottom in William Shakespeares A Midsummer Nights Dream, Act 4, sc. 1)The rhetorical figure Shakespeare uses here is hypallage, often described as the transferred epithet. His rudeness so with his authorized youth did livery falseness in a pride of truth. It is the rudeness that is authorized, not the youth; hypallage transfers the modifier (authorized) from object (rudeness) to subject (youth).(Lisa Freinkel, Reading Shakespeares Will. Columbia Univ. Press, 2002)

Segmentation, Targeting, and Positioning Essay Example | Topics and Well Written Essays - 500 words

Segmentation, Targeting, and Positioning - Essay Example For this product, the targeted segment to deal with is sports clubs. The segment that has been targeted is sporting clubs within the locality where the entrepreneur seeks to start the company. By sporting clubs, reference is being made to soccer teams, football teams, hockey team, and rugby teams. Characteristically, most of these teams own private fields and pitches that are well gardened and parked with various grasses and flora. Constantly, these grasses and flora are mowed by the teams to keep them attractive and within standards where they can be used for the various sporting activities. It can therefore be said that the robotic lawn mower comes with a functionality that is directly focused on the needs of the sporting clubs, as far as their fields and parks are concerned. Another characteristic is that this segment often has institutionalized organizational structure that put staff in charge of finance and accounting. What this means is that by targeting them, the entrepreneur and the company will be dealing with them on a business to business basis. The reasons for selecting the targeted market are directly reflected in the major characteristics that have been given about the segment above. In the first place, the size and number of these sporting clubs would mean that there will be a readily identified market for the robotic lawn mower. Indeed, the more the machines are sold, the more likely the company will be expanded. It is therefore important to choose this segment which guarantees ready market due to the type of business in which they are engaged in. Again, the financial risk in dealing with business to business marketing can be said to be relatively lower than dealing with business to customer marketing. This is because businesses guarantee quicker and assured payment of their debts than individuals do. This is another reason that makes the selected segment ideal and convenient,

Graduating a Specialized Institution in Pursuing Career Ambitions of Personal Statement

Graduating a Specialized Institution in Pursuing Career Ambitions of Becoming a Dentist - Personal Statement Example Your institution, owing to its outstanding capacity in facilities and academic staff, for which it is internationally recognized, is my preferred choice as I intend to gain a high level of professional competence. Even though many environmental factors have influenced my choice of the course, my immediate objective in the undergraduate program is to establish a basis for a future career in dentistry. This will empower me to help my father in his established private practice. I, however, can only achieve this through a competent institution like yours. This is because my success the graduate school will determine my progress in developing a profession as well as my personal competence. Apart from my main objective of supporting and expanding my father’s practice, I aim at using my attained academic qualification and professional position to benefit society as my future part-time activity. For example, I intend to share my gained knowledge, which I shall in future expansion through higher levels of education, with students in academic institutions through lecturing. It is similarly my desire to be a role model to the youth and the entire society, as I have been to my younger brother, and to encourage them to do good things. In order to achieve these goals however, I need to first develop my career to become an influential member of the society. I believe that I can achieve this only through your institution. I also wish to communicate my competence to complete the program within the institution’s schedule. This is because I have resources, in terms of finances and time, to complete the course. My academic background also guarantees my ability to complete the course due to my average grade of 3.19 out of 4.0 ‘GAP’ and a score of 24 in my ‘ACTs’.